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Patterns of Reactivity SOW PDF
Patterns of Reactivity SOW PDF
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Patterns of reactivity
Unit guide
Prior learning
in terms of materials and their properties NC Programme of Study Sc3 1d, 3a, b, c, d, h
identify and describe similarities in chemical
describe how some metals react with water, use the reactivity series to make predictions
reactions
acids and oxygen
about the reactions of metals
identify differences in the reactivity of different
give some uses of metals, relating these to relate the reactivity of a metal to its uses,
metals and use these to explain some everyday uses
the reactivity of the metal.
how it occurs and when it was first
and occurrence of metals
extracted and used
represent chemical reactions by word equations.
represent some reactions by symbol equations.
F2
Corrosive liquids
F3
Changing places
F4
F5
Whos top of the Reactivity
league?
in action
F6
Variables together Think
about variables that interact
Booster 4
Focus on particles 2
Chemical changes
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Lesson planning
guide
Learning objectives
i
Find out what happens when metal reacts with oxygen.
ii
Metals react with oxygen at different rates and release different amounts of energy.
iii Be able to write word equations for the reaction of metals with oxygen.
iv Atoms contain electrons and protons. (extension only)
Scientific enquiry
v
Use information about the corrosion of metal objects to suggest patterns. (Framework YTO Sc1 9f)
Share learning
objectives
Brainstorming
Learning
objectives
see above
Description
Approx.
timing
Textbook F1
i, ii and iii
i, ii and iii
Target group
C
20 min
R/G
10 min
i, ii, iii and v Tarnished metal Pupils answer questions about gold, iron and
chromium corroding under different conditions.
20 min
iv
15 min
Inside the atom The most able pupils are introduced to the concept
of atomic structure.
Sharing responses
Group feedback
Word game
Looking ahead
Whole-class discussion
summarising ideas about
what causes metals to
corrode at different rates.
Learning outcomes
Most pupils will ...
Key words
oxide, reactive, unreactive, reactivity
Out-of-lesson learning
Homework F1
Textbook F1 end-of-spread questions
Activity F1b
Activity F1c
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Corrosive liquids
F2
M
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UG
Lesson planning
guide
Learning objectives
i
Find out what happens when metal reacts with acid.
ii
Find out what happens when metal reacts with water.
iii Metals react with acid and water at different rates.
iv Electrons are arranged in shells round the nucleus of an atom. (extension only)
Scientific enquiry
v
Describe patterns in the reactivity of metals using experimental data. (Framework YTO Sc1 9f)
vi Present observations using tables. (Framework YTO Sc1 9e)
Share learning
objectives
Problem solving
Brainstorming
Capture interest
Corrosion of coins in
treasure chests.
Learning
objectives
see above
Description
Approx.
timing
Textbook F2
i and ii
i, ii, iii, v
and vi
Target group
C
20 min
R/G
10 min
i, iii and v
15 min
()
i and ii
15 min
iv
Electrons in atoms The most able pupils are encouraged to make the 15 min
link between the periodic table and the arrangement of electrons in
atoms.
Sharing responses
Group feedback
Word game
Looking ahead
True/false quiz.
Learning outcomes
Most pupils will ...
Out-of-lesson learning
Homework F2
Textbook F2 end-of-spread questions
Activity F2d
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Changing places
F3
M
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UG
Lesson planning
guide
Learning objectives
i
A simple model for displacement reactions.
ii
How relative reactivity controls displacement.
iii Atoms can gain or lose electrons during a reaction. (extension only)
Scientific enquiry
iv Observe patterns in data. (Framework YTO Sc1 9f)
v
Use data to make interpretations and recognise the importance of negative results.
Problem solving
Word game
Capture interest
Learning
objectives
see above
Description
Approx.
timing
Textbook F3
i and ii
Target group
C
20 min
R/G
20 min
15 min
iii
15 min
Atoms and ions The most able pupils look at what happens in terms
of electrons during displacement reactions.
Sharing responses
Group feedback
Word game
Looking ahead
Pupils are asked to suggest one
metal that would displace all
the metals used today, and one
that would not.
Learning outcomes
Most pupils will ...
Out-of-lesson learning
Homework F3
Textbook F3 end-of-spread questions
Activity F3c
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Lesson planning
guide
Learning objectives
i
Know about the reactivity series.
ii
Know that a more reactive metal can displace a less reactive metal from its compounds.
Scientific enquiry
iii Draw conclusions from data, interpreting patterns and using them to make predictions. (Framework YTO Sc1 9f)
iv Present and interpret observations using charts. (Framework YTO Sc1 9e)
^ _
UG
Problem solving
Brainstorming
In groups, pupils
Making an initial badge by
discuss how to find
displacement.
out the reactivities of
different metals.
Capture interest
Learning
objectives
see above
Description
Approx.
timing
Textbook F4
i and ii
Using reactivity data Pupils use data from two experiments, one
involving temperature change, to rank metals in order of reactivity.
Target group
C
20 min
R/G
30 min
()
Sharing responses
Group feedback
Word game
Looking ahead
Learning outcomes
Most pupils will ...
Key words
reactivity series
Out-of-lesson learning
Homework F4
Textbook F4 end-of-spread questions
Activity F4a
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Reactivity in action
F5
M
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UG
Lesson planning
guide
Learning objectives
i
How the reactivity series can be used.
ii
How reactivity and metal properties affect the way metals are used.
Scientific enquiry
iii Apply recognised patterns to understand/predict metal usage. (Framework YTO Sc1 9f)
iv Search for and choose secondary data to explain the uses of metals. (Framework YTO Sc1 8d)
Demonstration of thermit
reaction.
Catalyst Interactive
Presentations 3
Learning
objectives
see above
Description
Approx.
timing
Textbook F5
i and ii
Uses of metals Pupils research the extraction and uses of metals and 30 min
make a presentation.
20 min
Target group
C
R/G
Sharing responses
Group feedback
Word game
Looking back
Presentations of outcomes
of Activity F5a.
Learning outcomes
Most pupils will ...
Key words
None
Out-of-lesson learning
Homework F5
Textbook F5 end-of-spread questions
Read fiction and poems, e.g. Charcoal Burners, about the search for
metals
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UG
Lesson planning
guide
Learning objectives
i
Know how iron rusts and that the two variables interact.
ii
Know that some conditions make iron rust faster.
iii Know some techniques for rust prevention.
The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from the
concrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, to
negotiate a method to commit to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
iv Consider strategies used when planning experiments. (Framework YTO Sc1 9b)
v
Draw conclusions from data and appreciate the limitations of the data. (red only) (Framework YTO Sc1 9g)
Concrete preparation
Learning
objectives
see above
Description
Approx.
timing
Textbook F6
i, ii and v
Activity F6a
Practical
i, ii, iii, iv
and v
Target group
C
30 min
R/G
20 min
Learning outcomes
Most pupils will ...
know that both oxygen and water are needed to appreciate the limitations of given data and
make iron rust
suggest ways to improve the investigation
know that using a barrier to oxygen and water
be able to develop a complex strategy for
stops iron rusting.
investigating multiple variables that affect the
rusting of iron
be able to interpret their results to evaluate
rust prevention techniques and identify factors
that increase rate of rusting.
Key words
variable, interact, red only: independent, dependent
Out-of-lesson learning
Textbook F6 end-of-spread questions
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Unitmaps.qxd
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Patterns of reactivity
Unit map
M
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^ _ Metals reacting
UG
Preventing rusting
with air
Patterns of
reactivity
Reactivity series and
uses of metals
Metals reacting
with water and
acids
Metals displacing metals
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
copper
corrosion
displacement
energy
extraction
gold
hydrogen
iron
less reactive
metal hydroxide
metal oxide
more reactive
ore
oxygen
potassium
rusting
salts
temperature
thermit reaction
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Starters
Brainstorming
^ _
UG LP
Either draw the outline of the unit map on the board then ask pupils
to give you words to add, saying where to add them. Suggest some
words yourself when necessary to keep pupils on the right track.
Or give out the unit map and ask pupils to work in groups deciding
how to add the listed words to the diagram. Then go through it on
the board as each group gives suggestions.
Unit map
Brainstorming
Ask them why they think metal objects corrode at different rates.
Focus on the idea that different metals corrode at different rates, and
the conditions they are under can affect the rate of change.
Catalyst Interactive
Presentations 3
Questions
1 Why is iron a good material
for building bridges?
2 What changes happen as
the bridge gets older? Why
do they happen?
3 How long will the bridge last?
4 What can be done to make
a bridge last longer?
Equipment
cheap gold jewellery (it does
not matter if it is already
tarnished); pictures of real
gold jewellery in a catalogue
showing prices
Catalyst Interactive
Presentations 3
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Corrosive liquids
F2
M
Starters
^ _
UG LP
Problem solving
Brainstorming
Capture interest
Corrosion of coins in
treasure chests.
Questions
1 Why does gold stay shiny but iron
goes rusty very quickly?
2 Why are sodium and potassium
stored in dark jars full of oil?
3 What is used up in the air when
shiny zinc goes dull?
4 Magnesium is used to make blue
flashes in fireworks. It reacts with
oxygen. What does magnesium
make when it reacts with oxygen?
Answers
1 Gold is unreactive; iron is much more
reactive; 2 The jars keep light, water
and oxygen away from the very reactive
metals; 3 oxygen; 4 Magnesium oxide.
Problem solving
Pupil sheet
Brainstorming
Tell pupils that two treasure chests of ancient gold and metal
coins have been found one on land, one in the sea. Ask
them what they expect to see when they open the chests.
Capture interest
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XX
F2
Corrosive liquids
Starters
Problem solving
M
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UG LP
TN
Joe heats iron until it is so hot that it can easily be bent to fit the horse's foot.
When it cools down it looks grey and shiny.
Joe has some old shoes in his shop. They used to be grey and shiny but are now
covered in lumps of red rust.
Questions
1 Which change in Joes shop is a physical change? Which is
a chemical change?
2 Use ideas from the diagrams to explain how you can tell.
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Changing places
F3
M
Starters
Problem solving
Word game
Capture interest
^ _
UG LP
Tell pupils that when metals are taken from the ground
they are usually in the form of compounds in rocks.
Engineers and scientists use data about the reactivity of
the metals to decide how to extract the useful metal and
what metals are suitable to use for different purposes.
Word game
Pupil sheet
Answers
copper: 4; hydrogen: 3; iron: 2; oxygen: 1;
sodium: 5; sulphuric acid: 6
Problem solving
Answers
Suggestions should include testing with
water or acid, or leaving for a week or so
in air.
Capture interest
Equipment
petri dish containing dilute (approx
1 mol/dm3 will work) copper sulphate;
iron object such as a key
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Changing places
F3
Starters
Word game
M
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copper
^ _
hydrogen
iron
oxygen
sodium
sulphuric acid
UG LP
TN
1
I react with metals to make
them look dull.
2
I react slowly with acids.
3
I am a gas that fizzes
when metals react with
acids.
4
I am a lazy metal that does
not react with acids.
5
I am a metal but dont
touch me! I am so reactive
I will burn your fingers!
6
I make metal sulphates
when I react with metals.
F3
Sheet 1 of 1
Changing places
Starters
Word game
Match these words to the correct descriptions.
copper
hydrogen
iron
oxygen
sodium
sulphuric acid
1
I react with metals to make
them look dull.
2
I react slowly with acids.
3
I am a gas that fizzes
when metals react with
acids.
4
I am a lazy metal that does
not react with acids.
5
I am a metal but dont
touch me! I am so reactive
I will burn your fingers!
6
I make metal sulphates
when I react with metals.
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F4
M
Starters
Problem solving
Brainstorming
Capture interest
^ _
UG LP
Questions
1 What is the word for when zinc pushes
copper out of copper sulphate solution?
2 What metal is made when zinc reacts
with copper sulphate solution?
3 We use this piece of equipment to show
that energy is given out when zinc
reacts with copper sulphate solution.
4 Name one metal that will not react
with copper sulphate solution.
5 Magnesium is very reactive. Does
magnesium react with copper sulphate?
Answers
1 displacement; 2 copper; 3 thermometer/
temperature probe; 4 gold/silver/copper;
5 yes
Problem solving
Brainstorming
Question
1 How can you find out the reactivities of
different metals?
Capture interest
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F4
Problem solving
M
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Wear eye
protection.
zinc strip
^ _
Starters
Lead
nitrate is
toxic,
avoid contact with
skin.
UG LP
TN
boiling tube
lead nitrate
Equipment
1 Show pupils the displacement of lead by zinc (it is best to set this up in
advance to get larger crystals forming). A digital microscope can be used
to show the crystals of lead forming on the zinc strip.
2 Write the equation for the reaction on the board (more able pupils can be
asked to deduce the right hand side).
zinc + lead nitrate lead + zinc nitrate
3 Ask them to consider the answers to these questions in their groups.
Which is more reactive, lead or zinc? [zinc]
What other experiments could you do to prove it?
[add lead to zinc nitrate no reaction; add both metals to dilute acid,
zinc reacts faster; watch tarnishing reaction in air, zinc reacts faster]
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F4
Starters
Capture interest
M
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^ _
zinc strip
zinc strip
UG LP
TN
clear
nail varnish
copper sulphate
solution
initial
boiling tube
Equipment
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Reactivity in action
F5
M
Starters
Problem solving
Demonstration of thermit
reaction.
Catalyst Interactive
Presentations 3
^ _
UG LP
Write the key words that the pupils have met so far in the topic on the board.
Pupils work in small groups to write down what they think each term means.
Key words
displacement, metal
reactivity, corrosive,
corrosion, salt
Ask pupils to brainstorm what metal objects they have used so far in their
day.
Highlight that for each purpose the right metal needs to be chosen or these
various objects would not work or would have too short a lifespan. This
illustrates that it is important to know how metals react.
Problem solving
Pupils look at the description of reclaiming copper from waste spoil heaps on
the pupil sheet (this can be shown as an OHT) and work through the task.
Pupil sheet
Show pupils the photographs. Highlight the huge scale of the uses of metals
and how important they are to our lives, work and wealth.
Explain that most examples use alloys that are mixtures of metals: this alters
the properties of the material.
Focus on the huge range of uses for metals in industry and the importance of
choosing the right metal for each use to ensure that the products function
properly and have an appropriate lifespan.
Catalyst Interactive
Presentations 3
Teacher and
Catalyst Interactive
technician sheet
Presentations 3
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Reactivity in action
F5
Problem solving
M
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t
Starters
^ _
UG LP
This diagram shows the first stage of the process. The process
needs to work on a very big scale so needs to be cheap.
TN
spray with
dilute sulphuric
acid
waste heap
containing tiny
amounts of
copper compounds
water running off
contains very dilute
copper sulphate
solution
Your task is to work out how copper can be made from the very
dilute copper sulphate solution.
Work as a group to think about the problem.
You need to consider...
What can you add to copper sulphate that will react to form
copper? (Hint think displacement!) Think about cost in your
answer.
How could you get clean copper solids after the reaction has
finished?
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Reactivity in action
F5
Starters
M
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Wear eye
protection.
magnesium
ribbon
^ _
UG LP
clay pot
TN
sand
bucket
Equipment
iron oxide
dry sand
aluminium powder
bucket
Note: the iron oxide and aluminium powder must be very well mixed. The fuse needs to be long enough to
give the teacher the opportunity to stand well back.
1 Set up the apparatus behind tall safety screens. It is wise to practise carrying out the reaction
beforehand.
2 Alternatively, the reaction can be carried out outside with all the pupils standing well back (34 metres)
and wearing eye protection.
3 To initiate the reaction make a hole in the thermit mixture, gently pour in the starter and insert the
magnesium ribbon fuse.
4 Light the magnesium fuse using a spill. Alternatively, the magnesium fuse can be lit using a hand-held
Bunsen burner (great care!) or a butane blowlamp.
5 Stand well back! The reaction is very spectacular with lots of flames and sparks.
6 Show pupils the photograph of the reaction in use on the railways.
7 Draw attention to the word equation. The iron produced is molten at the very high temperature of the
reaction and seals the two rails together
Equation
iron oxide + aluminium aluminium oxide + iron
8 Highlight the importance of this reaction to the development of the railways.
Safety note
All present need eye protection. If done outside a calm windless day is essential. Staff who have not done
this before require practice in the procedure under the supervision of an experienced member of the
science department. The procedure must be very closely followed. Tried and tested variations appear in a
number of ASE and CLEAPSS publications. No others should be used.
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F6
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Concrete preparation
Equipment
heavily corroded objects, e.g. old nails,
bolts, etc.
Questions
1 What is needed for iron to go rusty?
2 What does the iron react with?
3 What is the chemical name for rust?
4 What conditions make iron rust faster?
Answers
1 oxygen and water; 2 oxygen;
3 iron oxide; 4 acidic, salt, etc.
Concrete preparation
Sheet 1 of 1
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F1a
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Demonstration to show pupils that metals react at different rates with oxygen in the air
to form metal oxides.
Core
No pupil sheets
Expected outcomes
All metals tarnish very quickly in air. Potassium reacts fastest, then sodium and lithium
slowest of all (there is no need to show pupils all three). This is related to the relative
reactivity of the metals, which increases down group I of the periodic table.
Safety notes
Eye protection should be worn.
The reactive metals should be stored in a secure place out of the reach of the pupils until
needed, and returned to safe storage immediately after the demonstration.
ICT opportunities
Use of a digital microscope and light projector.
Pupils search the Internet for reactions of metals with oxygen.
Relevant sites include:
WebElements Periodic Table
RSCs chemical science network: visual interpretation of the Table of Elements
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Technician
activity notes
Type
Purpose
Differentiation
Practical
Demonstration to show pupils that metals react at different rates with oxygen
in the air to form metal oxides.
Core
No pupil sheets
Equipment needed
For the teacher:
UG LP
TN
Sheet 1 of 1
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F1b
M
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UG LP
Tarnished metal
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils answer questions about gold, iron and chromium corroding under different
conditions.
Core
ICT opportunities
Pupils could search the Internet for Stainless steel composition. Stainless steel
is made from chromium added to iron. The chromium stops the iron from
rusting so that it can be used for surgical instruments, hypoallergenic
jewellery and cutlery. Alloying is more efficient than plating because the
plating is prone to flaking off.
Answers
1 1 Dry, plenty of air, hot. 2 Cold, no air, wet. 3 Warm, wet, plenty of air.
4 Warm, wet, plenty of air. 5 Cold, wet, plenty of air.
2 Box 5 shows that chromium does not corrode when it is wet. Box 3 shows
that iron corrodes quickly when it is wet. (Note that both pieces of
information are needed.)
3 Iron does not rust in diagram 1 because there is no water. In diagram 2
there is no air. Iron rusts quickly in diagram 3 because there is air and water
(and it is warm).
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Page 1
F1b
Tarnished metal
^ _
UG LP
TN
Activity
Core
Sheet 1 of 1
F-Teachers.qxd
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F1c
M
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^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Paper
To stretch the most able pupils, by dealing with the concept of atomic structure.
Extension
Expected outcomes
Completed questions showing understanding of the concept.
Pitfalls
Atomic structure is a KS4 topic and should only be broached with pupils who are
comfortable with using scientific models and with formal scientific thinking. Each school
should consider whether they wish to broach this KS4 concept during the KS3 course.
Answers
1 11 protons
2 11 electrons
3 a 2 electrons
b 8 electrons
c 1 electron
4 (Possible answer) In a cell.
They are both in the middle.
5 11 + +11 = 0
6 a 6 protons
b 6 electrons
c
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F1c
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Activity
Extension
^ _ The electrons are grouped together. The group closest to the nucleus
UG LP is said to make up the inner shell, and the second closest group makes
up the second shell. An atom can have up to seven shells.
TN
proton
electron
What is similar about the atoms nucleus and the other nucleus?
The shells are filled up in order from the inside. The inner shell can
take two electrons and the second shell takes eight electrons. Sodium
has one more electron, which is in the outer shell.
You may remember electrons from when you studied electricity.
Electrons move along the wires, carrying the energy. If you made a wire
out of sodium (difficult and dangerous, but not impossible) it would be
the electron from the outer shell that moved between atoms, carrying the energy.
Protons and electrons are charged and charge comes in both negative and positive
amounts. Electrons have a charge of 1 each. Protons have a charge of +1 each.
5 Add up all the charges in the sodium atom.
Atoms in an element contain the same number of protons as electrons. This means that
the overall charge of an atom in an element is zero.
The number of protons in an atom is called the atomic number.
For the atoms in an element, the atomic number also gives the number of
electrons, because the number of protons equals the number of electrons.
6 Carbon has atomic number 6.
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F2a
M
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^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Demonstration to show pupils that very reactive metals react very quickly with water to
produce a metal hydroxide and hydrogen.
Core
TC
forceps
small piece of metal
lighted spill
bung
calcium
water
Repeat the demonstration using potassium and then calcium (it is easiest to use three separate troughs).
Carry out the calcium experiment again, this time using a rice-grain sized piece in a test tube. Let the gas
build up using a bung, and show pupils that the gas pops when a lighted splint is brought near, proving
that the gas is hydrogen. This can be used as a demonstration to remind pupils how to test for hydrogen in
preparation for Activity F2b.
Ask a pupil to feel the test tube after the reaction has finished it feels warm due to energy being given out
during the reaction.
If not already shown as a starter, Catalyst Interactive Presentations 3 shows the reaction of more reactive
metals, rubidium and caesium, with water. These reactions can be shown and pupils make further
observations to add to their tables.
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F2a
Teacher
activity notes
M
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Expected outcomes
^ _
UG LP
TC Safety notes
Always use a large trough of cold water. Never try to contain the sodium or
potassium on the surface of the water let it run free. All present should wear
eye protection, and use a safety screen. Do not allow reactive metals to come
into contact with skin.
ICT opportunities
Pupils can see the reactions by going to the following website:
RSCs chemical science network: visual interpretation of the Table of Elements
Answers
1 a Potassium (or caesium if video is shown).
b (Caesium, rubidium), potassium, sodium, calcium.
2 1 Reaction is faster than with sodium.
2 Universal indicator goes blue.
3 Fizzing seen, lighted spill goes pop.
4 Flames seen for potassium, calcium makes the test-tube warm.
5 Sodium floats.
3 sodium + water sodium hydroxide + hydrogen
calcium + water calcium hydroxide + hydrogen
potassium + water potassium hydroxide + hydrogen
Sheet 2 of 2
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2:32 PM
Page 2
F2a
M
p
^ _
Technician
activity notes
Type
Purpose
Differentiation
Practical
Demonstration to show pupils that very reactive metals react very quickly with water to
produce a metal hydroxide and hydrogen
Core
Equipment
For demonstration:
UG LP
TN
forceps
small piece of metal
lighted spill
bung
calcium
water
Expected outcomes
Potassium reacts most vigorously, producing a flame of burning hydrogen. The universal indicator goes
blue as the hydroxide is formed. Sodium reacts similarly, but not as vigorously, calcium slowest of all.
Safety notes
Always use a large trough of cold water. Never try to contain the sodium or potassium on the surface of the
water let it run free. All present should wear eye protection, and use a safety screen. Do not allow reactive
metals to come into contact with skin.
ICT opportunities
Pupils can see the reactions by going to the following website: RSCs chemical science network: visual
interpretation of the Table of Elements
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
F-Activities.qxd
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Page 3
F2a
M
p
t
Activity
Core
W Many metals react with water. Some, like iron, react too slowly
to see any change happen. Others react so quickly that the
?
change can be seen in a few seconds. You are going to watch
u your teacher demonstrate how some reactive metals react with
water. You need to write down what you see happening.
^ _
UG LP
Wear eye
protection.
Watch the
reactions
through the
safety screen.
forceps
TN TC
Obtaining evidence
1 Make a larger copy of this table.
Metal
Observations
sodium
potassium
calcium
2 Write down your observations as your teacher carries out the demonstration.
Sheet 1 of 1
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Page 6
F2b
M
p
^ _
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils carry out an experiment to react metals with dilute hydrochloric acid.
UG LP Ask pupils to design their tables for recording observations before starting the practical.
TC
Emphasise the outcome that copper does not react with dilute acids.
Core: Follow instructions on Activity sheet F2b.
Help: This has a table to record observations and simplified questions.
Extension: Additional questions are available at the bottom of the core sheet.
Expected outcomes
Core: Magnesium reacts quickly with dilute acid and produces enough hydrogen to give a definite pop.
Zinc fizzes less vigorously, iron produces bubbles slowly.
Help: As core, with less emphasis on Sc1.
Extension: Pupils have the opportunity of practising planning and predicting skills for Sc1.
Pitfalls
The QCA Scheme of Work recommends that the acids used are at concentrations of 0.4 mol/dm3. This is
lower than was traditionally used for these experiments.
The reactions of iron and zinc are slow at this concentration. The hydrogen pop test is unlikely to work
satisfactorily because only small quantities of hydrogen are evolved. Pupils need to look carefully to
compare the rate of bubbles of hydrogen evolved.
Safety notes
Wear eye protection. Wash any acid splashes off skin immediately.
Answers
Core:
1 Magnesium, zinc, iron, copper.
2 Potassium, sodium, calcium, magnesium, zinc, iron, copper, gold.
3 zinc + hydrochloric acid zinc chloride + hydrogen
iron + hydrochloric acid iron chloride + hydrogen
Help:
1 Sodium, magnesium, zinc, iron, copper, gold.
2 zinc + hydrochloric acid zinc chloride + hydrogen
iron + hydrochloric acid iron chloride + hydrogen
Extension:
4 zinc + sulphuric acid zinc sulphate + hydrogen
iron + sulphuric acid iron sulphate + hydrogen
5 a magnesium
b Same volume of dilute acid; weighed samples of all four metals; measure temperature change during
reactions; magnesium should be greatest.
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Page 3
F2b
M
Type
Purpose
Differentiation
Practical
Pupils carry out an experiment to react metals with dilute hydrochloric acid.
Equipment
^ _
UG LP
TN
Technician
activity notes
Sheet 1 of 1
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12:36 PM
Page 4
F2b
M
p
t
Activity
Core
^ _
Wear eye
protection.
Take care
when handling
acid. Wash
any acid splashes with
lots of water.
Obtaining evidence
bung
lighted spill
hydrochloric acid
magnesium
Extension
4 Sulphuric acid reacts with metals to make a metal sulphate and hydrogen.
Write word equations for zinc and iron reacting with sulphuric acid.
5 a
Predict which of the four metals (magnesium, zinc, iron, copper) gives out most
energy when it reacts with acid. Explain your reasoning.
b Give an outline of an experiment that would show whether your prediction is right.
Sheet 1 of 1
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Page 5
Activity
Help
F2b
M
Obtaining evidence
Use this table to record what you see.
^ _
UG LP
TN TC
Metal
Observations
magnesium
copper
zinc
iron
copper
magnesium
iron
zinc
gold
sodium
Sheet 1 of 1
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4:19 PM
Page 7
Relatively reactive
F2c
M
p
^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
ICT
Expected outcomes
Pupils use data stored in the database to categorise metals according to their
reactivity.
Pitfalls
Make sure the pupils have selected the most common metals. You may like to show
them how to split the screen, or how to hide columns, so that they can see which
metal goes with which combination of answers. With less IT literate pupils, you could
hide the irrelevant columns in advance, or adapt the spreadsheet to show only
metals.
Answers
Core:
1 1: Lithium, sodium, potassium, rubidium, caesium, strontium, barium.
2: Beryllium, magnesium, calcium.
3: Aluminium, tin, lead, chromium, manganese, iron, nickel, cobalt, zinc.
4: Copper, silver, platinum, gold, mercury.
Help:
1 See Core 1 above.
Extension:
1 1 = lithium, sodium, potassium, rubidium, caesium, strontium, barium.
2 = beryllium, magnesium, calcium.
3 = aluminium.
4 = tin, lead, chromium, manganese, iron, nickel, cobalt, zinc.
5 = copper, silver, platinum, gold, mercury.
2 The more reactive metals are in group I and group II.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
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Page 6
Activity
Core
Relatively reactive
F2c
UG LP
TN
Reactivity
rating
Does it have to be
stored under oil or
in an inert gas?
Does it react in
cold water within
five minutes?
yes
yes
yes
no
yes
yes
no
no
yes
no
no
no
1 Put each of the 24 common metals into one of the four categories.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
Activity
Core
Relatively reactive
F2c
Does it have to be
stored under oil or
in an inert gas?
Does it react in
cold water within
five minutes?
yes
yes
yes
no
yes
yes
no
no
yes
no
no
no
1 Put each of the 24 common metals into one of the four categories.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
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Page 7
Relatively reactive
F2c
M
p
t
Activity
Help
There are three questions that relate to reactivity. The answers to these questions
are used to decide the score.
Score
Does it have to be
stored under oil or
in an inert gas?
Does it react in
cold water within
five minutes?
yes
yes
yes
no
yes
yes
no
no
yes
no
no
no
1 Select the metals which have yes in the Is it a common metal? column.
2 Use the filters to pick out the metals with each score. Use the table above
to help you.
1 Record your answers by writing the names of the metals in this score chart:
Score
Metals with
this score
Sheet 1 of 1
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Page 8
F2c
6
Activity
Extension
Relatively reactive
Relatively
more reactive
Relatively
less reactive
yes
no
yes
no
yes
no
no
yes
Sheet 1 of 1
F-Teachers.qxd
09-Jun-04
4:19 PM
Page 8
Electrons in atoms
F2d
M
p
Teacher
activity notes
Type
Purpose
Differentiation
Paper
To cater for the interest in atoms that some, usually more able, pupils express in Year 9.
This activity encourages the pupil to make the link between the periodic table and the
arrangement of electrons in atoms.
Extension
UG LP considered a KS4 topic, it (along with Activities F1c and F3c ) will allow access to part of
the attainment target for EP in Sc3: Recognising that differences in the properties of
materials relate to the nature of the particles within them.
The activity is designed to be done by a pupil or a pair of pupils working alone, so more
assistance is provided than is usual for an Extension activity. Pupils can either work on the
sheet itself or on an enlarged photocopy of the diagram. Alternatively they can draw the
atoms on a separate piece of paper. Full answers are provided below, so that pupils can
mark their own work.
Expected outcomes
Pupils should be able to recognise the patterns in electron arrangement and use this
insight to answer questions 4 and 5.
Pitfalls
Atomic structure is a not a suitable topic for the great majority of Year 9 pupils, who need
to concentrate on the KS3 curriculum.
Answers
1, 2
1
2
H
I
II
III
IV
VI
VII
He
10
Li
11
B
12
Be
13
C
14
N
15
O
16
F
17
Ne
18
Al
Si
Cl
Ar
Na
Mg
19
20
Ca
3 The number of electrons in the outer shell equals the group number for groups IVII.
4 All their electron shells are full, even the outer one.
5 a Hydrogen has one electron in its outer shell and therefore belongs in group I.
b Hydrogen has one electron missing in its outer shell, and therefore belongs in
group VII with the other elements that have one electron missing in their outer
shells.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
F-Activities.qxd
08-Jun-04
12:36 PM
Page 9
Electrons in atoms
F2d
M
p
t
W You are going to work out the electron arrangement of the first
20 elements in the periodic table.
?
The rules for arranging electrons are as follows:
u
^ _
UG LP
TN
Activity
Extension
The atomic number gives the number of protons and therefore the number of electrons.
Fill the shells from the inside outwards.
The inner shell can take up to two electrons.
The second and third shells take up to eight electrons.
Remember: In any element, the number of protons equals the number of electrons.
1 Fill in the electrons for the first 10 elements. Two are done for you,
He
10
Li
11
Be
12
B
13
C
14
N
15
O
16
F
17
Ne
18
Na
19
Mg
20
Al
Si
Cl
Ar
Ca
2 Group I has been labelled on the diagram above. Label the other
Sheet 1 of 1
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4:19 PM
Page 9
Displacement reactions
F3a
M
p
^ _
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils use test tube displacement reactions to investigate reactivity of three metals
Core, Help
UG LP Core: Pupils follow the instructions on the sheet and draw up their own table of results.
TC Help: The teacher shows pupils what to do, then they record their results and complete
the equations on the Activity sheet.
Expected outcomes
Zinc displaces copper from copper sulphate solution. Brown copper will be seen;
the blue solution of copper sulphate will get paler and the test tube will become warm.
There is no reaction between copper and zinc sulphate solution.
Magnesium displaces copper from copper sulphate solution. Brown copper will be seen,
the blue solution of copper sulphate will get paler and the test tube will become warm.
There is no reaction between copper and magnesium sulphate solution.
Magnesium displaces zinc from zinc sulphate solution. There are no colour changes
to be seen, but the test tube will become warm. There is no reaction between zinc and
magnesium sulphate solution.
Pitfalls
Pupils find displacement reactions very confusing and will need support to understand what they see.
Safety notes
Eye protection should be worn at all times. Any splashes should be immediately rinsed.
Answers
Core:
Help:
1
2
3
4
5
6
zinc
Zinc + copper sulphate copper + zinc sulphate
Magnesium
Magnesium + copper sulphate magnesium sulphate + copper
magnesium
Magnesium + zinc sulphate magnesium sulphate + zinc
Sheet 1 of 1
F-Technician.qxd
08-Jun-04
2:32 PM
Page 4
Displacement reactions
F3a
M
Type
Purpose
Differentiation
Practical
Pupils use test tube displacement reactions to investigate reactivity of three metals.
Core, Help
Equipment
^ _
UG LP
TN
Technician
activity notes
6 test tubes
test tube rack
4 250 cm3 0.5 mol/dm3 copper(II) sulphate solution, with labelled small beaker
and graduated plastic dropping pipette
4 250 cm3 0.5 mol/dm3 magnesium sulphate solution, with labelled small beaker
and graduated plastic dropping pipette
4 250 cm3 0.5 mol/dm3 zinc sulphate solution, with labelled small beaker and
graduated plastic dropping pipette
Sheet 1 of 1
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Page 10
Displacement reactions
F3a
UG LP
TN TC
Activity
Core
Wear eye
protection.
Wash any
splashes of
solutions off
your skin immediately.
Obtaining evidence
You are going to try reacting zinc with copper sulphate
solution, then copper with zinc sulphate solution.
1 Draw up a table to record your observations.
2 Put about 2 cm3 of copper sulphate solution in
a test tube.
3 Add 1 small spatula of zinc turnings.
4 Write down your observations in your table.
5 Put about 2 cm3 of zinc sulphate solution in another test tube.
6 Add 1 small spatula of copper turnings.
7 Write down your observations in your table.
Now you are going to try reacting magnesium with copper
sulphate solution, then copper with magnesium sulphate
solution.
8 Draw up a table to record your results.
9 Carry out the tests as you did in steps 2 to 7 above.
Finally you are going to try reacting first zinc with magnesium
sulphate solution, then magnesium with zinc sulphate solution.
10 Draw up a table to record your results.
11 Carry out the tests as you did in steps 2 to 7 above.
copper sulphate
zinc turnings
Sheet 1 of 1
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Page 11
F3a
M
p
t
^
UG
TN
Activity
Help
Displacement reactions
Reactants
Observations
Sheet 1 of 1
F-Teachers.qxd
09-Jun-04
4:19 PM
Page 10
F3b
M
p
^ _
Displacement in action
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils look at zinc displacing copper and consider other applications of displacement.
Core
UG LP their observations of copper plating the zinc strip to the idea that zinc is more reactive
than copper. More able pupils may be encouraged to think about what would happen to
Pupils should then consider the two descriptions in the boxes and discuss the questions as
a group.
Expected outcomes
The zinc strip becomes coated with copper. If left for longer, the copper may start
to form clumps and sink to the bottom of the tube. Over time, the colour of the
solution may fade.
Safety notes
Wear eye protection and wash any splashes off skin immediately.
Answers
1 Zinc cannot be plated onto iron by displacement. Zinc is more reactive than iron.
2 Silver can be plated onto iron by displacement. Silver is less reactive than iron.
Sheet 1 of 1
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08-Jun-04
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Page 5
Displacement in action
F3b
M
Type
Purpose
Differentiation
Practical
Pupils look at zinc displacing copper and consider other applications of displacement.
Core
Equipment
^ _
UG LP
TN
Technician
activity notes
Zinc strip should be cleaned shortly before use by dipping into dilute hydrochloric acid, then
dilute sodium hydroxide and then rinsing.
Strips can be reused by washing and treating with dilute acid as above.
Sheet 1 of 1
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Page 12
Displacement in action
F3b
M
p
t
^
UG
TN
a word equation
ideas about reactivity of metals
ideas about displacement.
Activity
Core
Wear eye
protection.
Wash any
splashes
of copper
sulphate solution off
your skin immediately.
strip of zinc
copper sulphate
Sheet 1 of 1
F-Teachers.qxd
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4:19 PM
Page 11
F3c
M
p
Teacher
activity notes
Type
Purpose
Differentiation
Paper
To give the most able of able pupils extension work which will help satisfy their
curiosity about what is happening during reactions, using the example of a
displacement reaction
Extension
Expected outcomes
The pupil understands the sheet and can manage the questions without further
help. If they need more help, they are probably not working at the necessary
level.
Answers
1 a A positive ion is an atom that has lost electrons.
b Na+ is an atom of sodium that has lost one electron and is now a positive
ion.
c Al3+ is an atom of aluminium that has lost three electrons and is now a
positive ion.
2 Lithium + beryllium ions lithium ions + beryllium
2Li + Be2+ 2Li+ + Be
+3
+3
+4
beryllium ion
Sheet 1 of 1
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F3c
M
p
t
Activity
Extension
Displacement reactions
+11
+11
1 electron 'lost'
a positive ion
b Na+
c Al3+
2 Lithium (Li) has atomic number 3, so it has one electron in its outer shell. Lithium
Sheet 1 of 1
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Page 12
F4a
M
p
^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils use data from two experiments, one involving temperature change, to rank metals Core (Extension)
in order of reactivity.
Expected outcomes
Pupils realise that Justins data cannot give a full reactivity series, but that Vishals can.
They deduce a reactivity series based on Vishals data.
Pitfalls
There is a problem in that the larger the temperature rise, the less reactive the metal
(as compared to magnesium). This will confuse many pupils, and the teacher
should be able to give guidance.
ICT opportunities
It would be possible to set up a spreadsheet for the results and ask pupils to produce
bar charts to display them.
Answers
Core:
1 B (with zinc) and C (with magnesium). There is a new substance being made
because bubbles are observed.
2 a More bubbles/faster bubbles (of hydrogen).
b Zinc is less reactive than magnesium. The other three are less reactive than zinc.
3 A temperature change happens when a chemical reaction occurs (due to energy being
given out).
4 a Magnesium produces the largest temperature change.
b Magnesium, zinc, iron, lead, copper.
Extension:
5 magnesium + hydrochloric acid magnesium chloride + hydrogen
zinc + hydrochloric acid zinc chloride + hydrogen
6 magnesium + zinc nitrate zinc + magnesium nitrate
Mg + Zn(NO3)2 Zn + Mg(NO3)2
7 More reactive metals give out more energy when they react, leading to bigger temperature
changes. Very able pupils may appreciate that it is the difference in reactivity between the
two metals that determines the amount of energy given out.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
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08-Jun-04
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Page 14
Activity
Core
F4a
p
^ _ Experiment 1
iron
zinc
magnesium
lead
copper
Temperature (C)
iron nitrate
36
zinc nitrate
15
magnesium nitrate
lead nitrate
0
41
2 a
3 Study Vishals results. Explain how you know that there is a chemical reaction
How do Vishals results show that magnesium is the most reactive metal?
b Use Vishals results to put the five metals in order most reactive to least reactive.
Extension
5 Write a word equation for one of the reactions in Justins experiment.
6 Write a word and symbol equation for the reaction between
Mg(NO3)2
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Page 13
F5a
M
p
^ _
UG LP
Uses of metals
Teacher
activity notes
Type
Purpose
Differentiation
Discussion
Pupils carry out research about a metal. They present their findings to the whole class
as part of a presentation activity.
Core
Resource (C, H, E)
Pitfalls
Warn pupils not to copy out large amounts of information they do not understand. They do
not need, for example to understand the processes in the Blast furnace or electrolysis of
aluminium. They need to know in outline how the metals are extracted.
ICT opportunities
It would be possible to set up a database to present properties of metals. Pupils may also like
to present the properties in electronically produced tables.
Useful websites
Gold:
Iron:
Copper: Schoolscience
Element properties: WebElements Periodic Table
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F5a
M
p
t
Uses of metals
Activity
Core
^ _
UG LP
TN
F5a
Uses of metals
Sheet 1 of 1
Activity
Core
Sheet 1 of 1
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Page 16
F5a
Activity
Resource
Metals in action
Help
Help
GOLD
IRON
Core
Core
ALUMINIUM
IRON
Extension
Extension
ALUMINIUM
COPPER
^ _
UG LP
TN
Sheet 1 of 1
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Page 14
Variables in rusting
F6a
M
p
^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Core
Expected outcomes
TC Both air and water are needed for iron to rust, so they are interacting variables. Iron in
contact with air or water alone does not rust. Salty water speeds up rusting. Greasing the iron
or wrapping it in zinc stops rusting.
Pupils may be interested to note that the zinc does not need to coat the iron as long as the
iron is touching the zinc, rust prevention will work. This principle is used to protect
expensive engineered structures, e.g. oil rigs and ships, which have replaceable blocks of zinc
bolted onto them. The zinc corrodes away instead of the iron. This is called sacrificial
protection.
Pitfalls
After some time the nails in all tubes will rust. Water and air will penetrate the grease.
Answers
1 Both water and air are needed. Iron in test tubes with air or water alone does not rust, but
in test tube 3 it goes rusty when it is in contact with both.
2 Grease prevents air or water getting to the iron so it cannot go rusty.
3 Iron in salty water is more rusty than in just water. The iron nail in test tube 6 has not
gone rusty.
4 Put iron nails wrapped in different metals in water and see how much they rust. Metals
tested should include at least two more reactive metals (e.g. magnesium, zinc) and one
less reactive (copper). The control should be iron in water with no metal.
5
Test tube
Number of variables
Independent
variables
water
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Page 6
F6a
M
Technician
activity notes
Variables in rusting
Type
Purpose
Differentiation
Practical
Core
Equipment
^ _
UG LP before it is needed to allow it time to work. If necessary, cheat by using clean nails in
TN
tubes 1, 2, 4 and 6 and rusty nails in tubes 3 and 5. The nail in the salty water should
be much rustier.
oil
iron
nail
boiled
water
drying
agent
dry
air
water
+
no air
greased
nail
air
+
water
greased
nail
salty
water
salty
water
zinc
zinc
The drying agent in tube 1 can be either dried silica gel or calcium oxide. The water
in tube 2 must be deoxygenated by simmering for 1520. Add oil to exclude air from
the upper surface.
Use a thick coat of vaseline for grease. The nails in tubes 36 should be half in and
half out of the water.
New iron nails should be used. The nails should be soaked in ethanol/methylated
spirits to cut any grease on the surface (which is added to prevent rusting while
stored), then dried on the day of the experiment.
Labels: label each tube with numbers 16.
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Page 17
Activity
Core
Variables in rusting
F6a
p
^ _
UG LP
oil
TN TC
iron
nail
boiled
water
drying
agent
dry
air
water
+
no air
greased
nail
air
+
water
greased
nail
salty
water
salty
water
zinc
zinc
Conclusion 1
From looking at test tubes 1, 2
and 3 I can tell that iron needs
both air and water to make it rust.
Test tube 4 proves that using grease stops iron rusting. I think this is because ...
Test tube 5 proves that salty water makes iron rust faster.
Test tube 6 proves that zinc stops iron rusting. Zinc is more reactive than iron.
I think that all more reactive metals must stop iron going rusty.
2 Petra has not finished explaining why grease stops rusting in
Independent
variables
air
2
3
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 1
F1
M
Plenaries
Review learning
Sharing responses
Group feedback
Whole-class discussion
summarising ideas about
what causes metals to
corrode at different rates.
^ _
Word game
Looking ahead
Pupils think about other substances
that react with metals using the
context of an iron bridge.
Catalyst Interactive Presentations 3
UG LP Review learning
Pupils make four or five key fact cards about key facts they have learned
during the lesson.
Less able pupils can copy the facts from the For your notes section of
the textbook page.
More able pupils should write their own fact cards based on their own
ideas of which facts are important. Encourage them to include word
equations.
Pupils work in pairs and test each other to see how many key facts they
can remember from their cards.
Sharing responses
Write the question on the right on the board. Invite pupils from
different working groups to suggest ideas.
Make notes to summarise their ideas. They should think about both how
the reactivity of the metal is important as well as essential conditions,
e.g. air and water. More able pupils should consider what conditions
cause more rapid corrosion, e.g. salt on roads, and how metals are
treated to slow corrosion, e.g. painting, oiling, alloying etc.
Question
Why do metals corrode at
different rates?
Group feedback
Word game
This plenary is particularly suitable for use with less able pupils.
Pupil sheet
Pupils complete the pupil sheet by filling in missing words. This covers
the main teaching points from the Green book.
Looking ahead
Show pupils the photograph of the iron bridge. Ask them to think about
other ways that the iron is attacked, apart from its reaction with oxygen.
Ask them to work in groups to jot down their ideas to feed into a class
plenary.
Catalyst Interactive
Presentations 3
Pupils may have ideas about physical weathering from geography, and
may suggest that salt (from winter spreading) and acid (from the rain)
attack the iron. This leads into ideas about metals reacting with acids
next lesson.
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 2
F1
Plenaries
Word game
M
p
Use information you have learned in this lesson to fill in the missing words.
^ _ air
UG LP
TN
energy
faster
iron oxide
oxygen
water
in the air
Iron rusts when it reacts with oxygen. The chemical name for rust is
Iron needs
and
to make it rust.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
F1
Plenaries
Word game
Use information you have learned in this lesson to fill in the missing words.
Choose from these words:
air
energy
faster
iron oxide
oxygen
water
in the air
Iron rusts when it reacts with oxygen. The chemical name for rust is
Iron needs
and
to make it rust.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 3
Corrosive liquids
F2
M
Plenaries
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
True/false quiz.
^ _
UG LP Review learning
Pupil sheet
Answers
1 true; 2 true; 3 false; 4 false; 5 true
Sharing responses
Group feedback
Equipment
bottles of the following, clearly showing
hazard warning label: sodium, calcium,
zinc (powder has flammable label), dil.
sulphuric acid, dil. hydrochloric acid
Word game
Pupil sheet
Answers
Iron; potassium
Looking ahead
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 4
F2
Corrosive liquids
Plenaries
Review learning
M
p
^ _ 2 When metals react with acids they make a salt and hydrogen.
UG LP
TN
F2
Corrosive liquids
Sheet 1 of 1
Plenaries
Review learning
Decide whether the following statements are true or false.
1 All metals react with acids.
2 When metals react with acids they make a salt and hydrogen.
3 Calcium will react with hydrochloric acid to make calcium
sulphate and hydrogen.
4 Shiny copper will go dull faster than shiny iron will go dull.
5 Goggles must always be worn when we handle acids.
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 5
F2
Corrosive liquids
Plenaries
Word game
M
p
^ _
UG LP
TN
F2
Corrosive liquids
Sheet 1 of 1
Plenaries
Word game
1 Work in pairs. Which metal are these descriptions about?
I am a shiny grey metal. I go red-brown when I react
slowly with oxygen in the air. I also react slowly with acids
to make bubbles of hydrogen. What am I?
I am a soft metal and I am more reactive than sodium. I
react very quickly with water and oxygen. What am I?
2 Make up your own descriptions of some other metals and
see if your partner can guess what they are.
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 6
Changing places
F3
M
Plenaries
^ _
UG LP
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Game to predict if a
reaction will happen
between named pairs of
metals and metal
compounds.
Anagram game.
Review learning
Order of reactivity
magnesium; zinc; iron; copper
Sharing responses
Group feedback
Word game
Pupil sheet
Answers
displacement; magnesium; gold; zinc;
sulphate; zinc sulphate
Looking ahead
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 7
F3
Changing places
Plenaries
Word game
M
p
^ _
UG LP
TN
F3
Changing places
Sheet 1 of 1
Plenaries
Word game
1 Rearrange the letters to find the correct words.
ICDANTSPEMLE happens when metals react with metal salts.
MESNMIUAG is a metal that can displace iron but not calcium.
OLGD is a metal that cannot displace any other metal.
INCZ + iron UHELTASP INCZ UHELTASP + iron
2 Make up some other clues and see if your friends can work
them out.
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 8
F4
M
Plenaries
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
^ _
UG LP
Review learning
Pupils can record the list to act as Key facts for revision.
Share responses
Group feedback
Key information
Name of metal, symbol.
How quickly does it react with oxygen?
water? acid?
Equipment
A4 coloured paper or card; marker pens;
Blu-tack
Word game
Pupils choose two cards, one from each pile, and predict
whether or not a reaction will happen. Their partner
decides whether or not they are right.
Pupil sheet
Looking ahead
Teacher sheet
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 9
F4
Word game
M
p
t
Plenaries
Cut out the cards. Put all the number 1 cards face down in one pile, and all the number
u 2 cards face down in another pile.
Your partner holds the answer table so that you cannot see it.
^ _
UG LP
Take one card from each pile and decide if the two substances on the cards will react
when they are mixed together. See how many you get right, then swap.
TN
1
gold
1
magnesium
2
hydrochloric
acid
2
copper sulphate
solution
1
copper
1
sodium
2
oxygen
2
sodium sulphate
solution
1
iron
1
calcium
2
water
2
sulphuric
acid
1
zinc
1
lead
2
zinc sulphate
solution
2
iron sulphate
solution
Answer table
Metal
Oxygen
Water
Acid
sodium
all these
metals react
with oxygen
these metals
react quickly
these metals
react quickly
sodium sulphate
these metals
react slowly
zinc sulphate
do not react
copper sulphate
calcium
magnesium
these metals
react slowly
zinc
iron
iron sulphate
lead
do not react
copper
gold
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 10
F4
Plenaries
Looking ahead
M
p
^ _
Teacher sheet
Samples of questions to use.
1 Which metal would be good to use for fillings in teeth? [Gold because it is
unreactive, non-toxic, hard.]
UG LP
TN
3 Which metals are useful in rocket fuels? [Sodium, one of the most reactive
metals, gives out most energy when it burns.]
4 Which metals are useful for large-scale use for water pipes and machinery?
[Copper and iron, balance between relatively less reactive/non toxic and
available in large quantities. Make the point that cost plays a large part
here.]
5 Which metal is used for drinks cans? [Aluminium, has unreactive oxide
coating and so is non-toxic, light, does not corrode.]
6 Which metal, other than gold and silver, is used for expensive jewellery?
[Platinum is very unreactive and has similar properties to gold.]
Pupils should realise that other properties, e.g. toxicity, density, electrical
conductivity etc., are equally as important as reactivity when deciding how to
use metals.
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 11
Reactivity in action
F5
M
Plenaries
^ _
UG LP
Review learning
Sharing responses
Group feedback
Word game
Looking back
Presentations of outcomes
of Activity F5a.
Review learning
Share responses
Group feedback
Word game
Pupil sheet
Answers
1 copper
2 steel
3 aluminium, iron oxide
4 iron
5 lead
Looking back
Unit map
Pupil checklist
Test yourself
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 12
F5
^ _
UG LP
TN
Plenaries
Word game
M
p
Reactivity in action
Descriptions
1 This metal does not react with
water. It is used in water tanks.
2 This substance is a mixture of iron
with other elements.
Substances
steel
iron
lead
3 These two substances are used to
weld railway lines together.
aluminium
4 This metal is the most widely used
metal in the world.
5 This metal is a poisonous metal and
is used to make roofing.
iron oxide
copper
Sheet 1 of 1
F-Plenaries.qxd
08-Jun-04
1:11 PM
Page 13
F6
M
Plenaries
Group feedback
^ _ Group feedback
UG LP Ask pupils to use the outcomes of the lesson activities to
Sheet 1 of 1
F-Specials.qxd
12-May-04
4:00 PM
Page 1
F1
M
^ _
UG LP
Specials
reactive
oxides
energy
oxyg
en
gas.
when
it
iron oxide
ii potassium + oxygen
tin oxide
copper oxide
iv iron + oxygen
potassium oxide
v copper + oxygen
zinc oxide
Sheet 1 of 1
F-Specials.qxd
12-May-04
4:00 PM
Page 2
F2
M
Corrosive liquids
1 Use these words to fill in the gaps.
hydrogen
stronge
r
metals
corro
sive
salt
hydrox
ide
batteries
corro
de
^ _
UG LP
Specials
many metals.
gas and a
are made.
b Some
react with water. A metal
and hydrogen gas are made.
c Metals have a
hydrochloric
acid
potassium
hydroxide + hydrogen
sulphuric
acid
magnesium
chloride + hydrogen
ii iron +
zinc
chloride + hydrogen
iv sodium + water
sodium
hydroxide + hydrogen
v magnesium +
hydrochloric
acid
iron
sulphate + hydrogen
Sheet 1 of 2
F-Specials.qxd
12-May-04
4:00 PM
Page 3
F2
M
^ _
UG LP
Specials
iron
zinc
copper
magnesium
most reactive
least reactive
Sheet 2 of 2
F-Specials.qxd
12-May-04
4:00 PM
Page 4
F3
M
Changing places
Specials
^ _
UG LP
silver nitrate
solution
Tick the
correct
answer.
displacement
neutralisation
burning
Tick the
correct
answer.
zinc
Sheet 1 of 1
F-Specials.qxd
12-May-04
4:00 PM
Page 5
F4
M
Specials
least
reactio
ns
reactivity
most
series
^ _
UG LP
a The
is a list of metals.
It has the
to put
calcium
magnesium
zinc
lithium
most reactive
least reactive
Sheet 1 of 2
F-Specials.qxd
12-May-04
4:00 PM
Page 6
F4
M
^ _
UG LP
Specials
Cobalt didnt
react
with zinc solu
tion.
d with
Cobalt reacte
lead solution.
lt solution
a
b
o
c
h
it
w
d
Zinc reacte
solution.
and with lead
most reactive
least reactive
Sheet 2 of 2
F-Specials.qxd
12-May-04
4:05 PM
Page 7
F5
M
^ _
UG LP
Reactivity in action
Specials
REACTION!
A lot of heat energy is made!
and
.
and white
.
c The metal
out
of its compound.
d This kind of reaction is called:
replacement
Tick the
correct
answer.
placement
displacement
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 2
F-Specials.qxd
12-May-04
4:05 PM
Page 8
F5
M
Specials
easy
hard
compounds
tight
ly
elements
^ _
UG LP
in their compounds. It is
b Copper roofs last longer than iron roofs. This is because copper is
less reactive than iron.
c Rocks that contain a metal oxide are called ores.
d Titanium is used to make hip joints because it is unreactive.
Sheet 2 of 2
F-Specials.qxd
12-May-04
4:05 PM
Page 9
F6
Variables together
Specials
1 Natalie set up an
experiment to find out
p ?
what makes iron rust.
t u
Here is her drawing of
^ _
her experiment.
UG LP
rusty
nail
3
nail
oil
cotton wool
nail
silica gel
oxygen
water
no oxygen
water
oxygen
no water
Test tube
Oxygen?
Water?
Rust?
1
2
3
oxygen
wax
acid
paint
water
carbon dioxid
e
and
are needed.
and
c Suma was surprised to learn that old cars rust less in hot, dry
deserts than they do in Britain. Explain to Suma why this is.
This is because
Sheet 1 of 1
Spe Answers.qxd
6/23/2004
9:19 AM
Page 6
Patterns of reactivity
M
p
^ _
UG
1 a
b
c
2 a
b
c
d
3 a
false
true
true
oxygen
oxides
reactive
energy
i tin + oxygen tin oxide
ii potassium + oxygen potassium oxide
iii zinc + oxygen zinc oxide
iv copper + oxygen copper oxide
b Reactants coloured red metals and oxygen.
Products coloured blue metal oxides.
F2 Corrosive liquids
1 a
b
c
2 i
Specials answers
2 a
b
3 a
b
c
d
zinc
zinc + iron oxide zinc oxide + iron
false
true
true
true
F5 Reactivity in action
F3 Changing places
2 a oxygen, water
b oxygen, water
c There is no water.
1 a displacement
b silver, lead nitrate
c more reactive than silver
1 a
b
c
d
2 a
b
3 a
b
c
d
F6 Variables together
1
Test tube
Oxygen?
Water?
Rust?
Sheet 1 of 1
F-Homework.qxd
11-May-04
8:16 PM
Page 1
F1
M
W HELP
Homework
^ _
UG LP
a Write down two things that tell Laura a chemical reaction has taken
place.
b Which element, other than magnesium, takes part in the burning
reaction?
c
d Write a word equation for the reaction that happens when Laura
burns magnesium.
e
Laura also tried to burn some silver in the same Bunsen flame. It did
not burn. What does that tell Laura about the reactivity of silver,
compared with magnesium?
Suggest one other metal that would burn even more fiercely than
magnesium.
CORE
2 Gold is found in rocks as a pure metal, which means that it is not
combined with any other element. Iron can be found in the mineral
haematite, which is a form of iron oxide. It is not found as pure iron.
a i
What does the information tell you about how gold and iron
react with oxygen?
Silver jewellery tarnishes in air but gold does not. What does this
tell you about the reactivity of silver?
d Write a word equation for the reaction when iron forms haematite
in the earth. You should use the chemical names, not the names of
the minerals, in your equation.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 2
F1
M
^ _
UG LP
Homework
EXTENSION
3 Mrs Archer showed her class some magnesium powder. She sprinkled
it into a Bunsen flame to show them how it burned. A spark from the
burning powder fell into the stock bottle containing the magnesium
powder. The whole bottleful caught fire. The teacher poured some water
over the fire. It did not go out, it exploded. The whole class were
covered with a white powder. Miss Chaudry knew what to do. She
covered the burning beaker with sand. The fire went out but a large
hole had been burned in the top of the workbench.
a What mistake did Mrs Archer make during the experiment?
b What does the story tell you about the amount of energy transferred
when magnesium burns?
c
Why did the flames go out when Miss Chaudry covered the burning
magnesium powder with sand?
Sheet 2 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 3
Corrosive liquids
F2
M
W HELP
Homework
^ _
Beginnings
Endings
UG LP
+ hydrogen
CORE
3 Jonathan sets up the test tubes shown below. There is dilute acid in
each tube. He adds lots of the named metal to each tube.
A
20 cm3
10 cm3
10 cm3
10 cm3
5 cm3
add
calcium
add
magnesium
add
magnesium
add
magnesium
add
gold
Sheet 1 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 4
F2
M
a i
^ _
UG LP
Homework
d i
ii Why will the metal in this tube bubble faster than the others?
e
What would you need to change, in tube D, for it to give the same volume of
hydrogen as tube A?
All the tubes contain hydrochloric acid. Write a word equation to represent the
reaction that is happening in tube C.
EXTENSION
4 The following list contains some metals in decreasing order of reactivity, with the
most reactive on the left.
potassium
a i
sodium
magnesium
zinc
iron
copper
gold
Which metal, other than potassium, is likely to react with cold water?
ii Write a word equation to represent the reaction between potassium and water.
The symbol equation for the reaction between potassium and water is given
below.
2K + 2H2O 2KOH + H2
iii How many atoms are there on the left-hand side of the equation?
iv How many atoms are there on the right-hand side of the equation?
b Look back at the diagrams for question 3. All the tubes contain the same acid
from the same bottle. Sanjay collected the hydrogen from each of the tubes
where there was a reaction. He collected 30 cm3 of gas from tube B.
i
Sheet 2 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 5
Changing places
F3
M
W HELP
Homework
1 The first list below shows three metals. The most reactive metal is at
the top and the least reactive metal is at the bottom. The second list
u
shows some displacement reactions.
^ _
UG LP
List of
metals
zinc
iron
copper
a Match each metal in the first list to a correct statement about it from
the second list. You can use each metal once, more than once or not at all.
b Explain why magnesium would displace all three of the metals in the list of
metals from their solutions.
2 Powdered magnesium reacts with lead oxide.
a Copy and complete the word equation shown below.
magnesium + lead oxide +
b This reaction gets very hot. Copy and complete the sentence below:
The reaction between magnesium and lead oxide gets very hot
because .
CORE
3 Daves dustbin is made from galvanised iron. This means that it is made
from iron that has been coated with a thin layer of zinc.
a Why is Daves dustbin unlikely to go rusty, even if it is scratched
and some of the iron is exposed to air and water?
b Write a word equation to represent what would happen to Daves
bin if it was scratched and attacked by damp air. (Hint: Remember
why zinc blocks are attached to ships.)
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 6
F3
M
Homework
Explain why coating the bin with a thin layer of copper would not
be successful, if the bin was scratched?
d i
^ _
UG LP
EXTENSION
4 Sand contains silicon dioxide in a fairly pure form. The silicon needed
for computer chips is made by reacting silicon dioxide with aluminium.
a i
Suggest a reason why the fairly high cost of the silicon made by
this reaction is not related to the cost of the silicon dioxide.
Sheet 2 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 7
F4
M
W HELP
^ _
Homework
1 The list below shows some elements in order of their reactivity. The
most reactive is on the left.
magnesium
iron
copper
silver
gold
UG LP
d This metal displaces silver but is displaced from its solution by iron.
2 a Copy and complete the following sentences:
i
CORE
3 Read the information about some chemical reactions and use it to
answer the questions.
Magnesium reacts quickly with dilute acids but not with water. Sodium
reacts with water but rubidium reacts much faster. Gold does not react with
water or acids and it does not tarnish in air. Neither zinc nor iron react
quickly with water but zinc reacts with acids faster than iron. Copper does
not react with water or acid but it tarnishes in air. So does silver, which is
displaced from solution by copper.
a i
Which two metals will displace iron from a solution of iron sulphate,
without reacting quickly with the water itself?
Sheet 1 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 8
F4
M
d i
^ _
UG LP
Homework
EXTENSION
4 Read the information about some chemical reactions and use it to answer
the questions. It is the same as the information given for question 3.
Magnesium reacts quickly with dilute acids but not with water. Sodium
reacts with water but rubidium reacts much faster. Gold does not react with
water or acids and it does not tarnish in air. Neither zinc nor iron react
quickly with water but zinc reacts with acids faster than iron. Copper does
not react with water or acid but it tarnishes in air. So does silver, which is
displaced from solution by copper.
a Write a word equation for the reaction between copper and silver
nitrate solution.
b The symbol equation below shows the reaction between magnesium
and hydrochloric acid. What is the total number of atoms shown on
both sides of the equation?
Mg + 2HCl MgCl2 + H2
c
zinc
i
nickel
copper
platinum
ii The formula of zinc oxide is ZnO and the formula of copper oxide
is CuO. Use these to write a formula equation to represent the
reaction between zinc and copper oxide.
iii Describe what you would do to show that nickel really is above
copper in the reactivity series shown above.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 2 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 9
Reactivity in action
F5
M
W HELP
Homework
1 The list shows a reactivity series for some metals. The most reactive
is on the left.
^ _
aluminium
magnesium
zinc
iron
copper
silver
UG LP
ii Suggest one metal, from the reactivity series above, that you
could use to extract magnesium from magnesium oxide.
CORE
2 Information about some metals is given below. Use the information
to answer the questions about the metals.
Metal
Information
Copper
Lead
Aluminium
Platinum
Magnesium
Iron
Sheet 1 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 10
F5
M
^ _
UG LP
Homework
Why do water companies make sure that tap water is always neutral?
Pauls granny lives in a house with lead water pipes. She says
she needs to run the tap for a minute before she uses the water for
drinking. Why is this a good idea?
ii What advice would you give to Pauls granny, so that she would
not need to run off water every time she wants a drink?
f
EXTENSION
3 a Some metals have been known for thousands of years but others
have only been discovered in the last couple of centuries. Use your
knowledge of the reactivity series to explain the statements below.
i
Aluminium has only been used on a large scale for about 150 years.
b Carbon can be used to extract copper from copper ore (copper oxide).
It is mixed with the ore and heated to start the reaction. Carbon dioxide
is also produced.
i
What does this suggest about the position of carbon in the reactivity series?
Sheet 2 of 2
F-Homework.qxd
11-May-04
8:16 PM
Page 11
F1
M
W HELP
^ _
UG LP
Homework
mark scheme
Question
Answer
1 a
1
1
Oxygen
Magnesium oxide
HM
Mark
CORE
Question
Answer
2 a i
1
1
ii
iii
Iron
Sodium
e i
Sodium is kept under oil in a tightly sealed container because this stops it
from reacting with oxygen in the air.
Underscore is pupil response. Accept equivalent responses.
Platinum used for jewellery does not tarnish because it is unreactive/it does
not react with oxygen.
Underscore is pupil response. Accept equivalent responses.
ii
Mark
10
EXTENSION
Question
Answer
3 a
c i
The iron in the bottle might not have caught fire/there might not have been
a flying spark.
Accept other sensible responses.
ii
4 a
b
Mark
Sheet 1 of 1
F-Homework.qxd
11-May-04
8:16 PM
Page 12
Corrosive liquids
F2
M
W HELP
^ _
Question
Answer
Three from:
floats; fizzes/bubbles; dissolves; makes steam not smoke; moves over water
surface; becomes a sphere.
2 a
UG LP
HM
Homework
mark scheme
Mark
CORE
Question
Answer
3 a i
Tube E
Tube C
d i
Tube A
ii
b i
ii
ii
Mark
Add another 5
10
EXTENSION
Question
Answer
Mark
4 a i
Sodium
ii
iii
iv
30 cm3
ii
15 cm3
iii
b i
Sheet 1 of 1
F-Homework.qxd
11-May-04
8:16 PM
Page 13
W HELP
Question
Answer
1 a
1
1
1
1
^ _
HM
Homework
mark scheme
Changing places
F3
UG LP
b
2 a
b
Mark
The reaction between magnesium and lead oxide gets very hot because it
gives out/produces/releases heat energy.
Underscore is pupil response.
CORE
Question
Answer
3 a
Zinc + oxygen zinc oxide Award 1 mark for each correct substance, if it is
on the correct side of the arrow.
1
1
d i
1
1
1
1
ii
Mark
10
EXTENSION
Question
Answer
4 a i
The aluminium.
The carbon.
A displacement reaction.
Carbon dioxide
ii
5 a
Mark
Sheet 1 of 1
F-Homework.qxd
11-May-04
8:16 PM
Page 14
F4
M
W HELP
Homework
mark scheme
Question
Answer
1 a
Magnesium
Magnesium
^ _
Silver
UG LP
Copper
Gold is used for jewellery because it does not tarnish/it keeps its shine.
Underscore is pupil response. Accept equivalent responses.
Copper can be used for making water pipes because it does not react with water.
Underscore is pupil response.
The solution loses its colour/changes from blue to colourless. First option scores
both marks. Second option gains one mark for each specified colour.
HM
2 a i
ii
b
Mark
CORE
Question
Answer
Mark
3 a i
Rubidium
Order is:
Rubidium, sodium, magnesium, zinc, iron, copper, silver.
All correct = 2 marks; one error = 1 mark.
It reacts more slowly with acids than magnesium with acids, so is less reactive
than magnesium
but displaces zinc, so is more reactive than zinc.
1
1
ii
b i
ii
c
d i
ii
10
EXTENSION
Question
Answer
Mark
4 a
10
c i
ii
Zn + CuO Cu + ZnO
1 mark for correct reactants; 1 mark for correct products.
iii
1
1
1
Sheet 1 of 1
F-Homework.qxd
11-May-04
8:16 PM
Page 15
Homework
mark scheme
Reactivity in action
F5
M
W HELP
Question
Answer
1 a i
B, C and D.
One mark off for each omission.
It is shiny/it is unreactive.
Silver has this property because it does not react quickly with oxygen.
Accept alternative equivalent responses.
Aluminium
ii
^ _
UG LP
b i
ii
HM
c i
ii
Mark
CORE
Question
Answer
2 a
1
1
e i
Running water off removes the water standing in the lead pipes
so that the drinking water does not contain lead.
1
1
Silver/nickel/gold
ii
f i
ii
Mark
10
EXTENSION
Question
Answer
3 a i
ii
iii
iv
Lead can be easily obtained from its ore/is low in the reactivity series.
ii
iii
b i
Mark
Sheet 1 of 1
Test-Qust.qxd
6/25/2004
10:32 AM
Page 17
Patterns of reactivity
Test yourself
M
p
^ _
UG
b When iron tarnishes in air, it also reacts with water and forms a brown
solid on the surface of the metal. What is the name of this brown solid?
lithium
purple
potassium
purple
sodium
purple
a Name (a) the gas and (b) the metal compound produced in these reactions.
a
b Use information in the table to write these alkali metals in order of reactivity, starting
with the most reactive.
c What does the Universal Indicator colour show you about the water?
d Complete this word equation for the reaction of sodium with water.
sodium + water
Sheet 1 of 3
Test-Qust.qxd
6/25/2004
10:32 AM
Page 18
Test yourself
3 a This table shows how some metals react with dilute hydrochloric acid.
M
p
Metal
copper
no reaction
^ _
iron
a few bubbles
UG
magnesium
vigorous bubbling
zinc
steady bubbling
Use the information in the table to write the four metals in order
of reactivity, starting with the most reactive.
copper
turns brown
iron
turns black
magnesium
no change
silver
turns black
a i From the results in the table, which metal is more reactive than zinc?
b Complete this word equation for the reaction of zinc with iron nitrate.
zinc + iron nitrate
Sheet 2 of 3
Test-Qust.qxd
6/25/2004
10:32 AM
Page 19
F
p
^ _
A
Test yourself
5 Complete the following passage by crossing out the words that are wrong.
UG
c Which two observations tell you that this reaction releases a lot of energy?
7 In a piece of gold ore, small pieces of the yellow metal can be seen. In a
piece of iron ore, no iron metal can be seen. The iron ore contains iron oxide.
Explain this difference.
8 Use ideas about the properties of metals to explain each of the following statements.
a Copper is used instead of iron to make water pipes.
Sheet 3 of 3
Test-Ans.qxd
16-Jun-04
2:55 PM
Page 17
Test yourself
Answers
Patterns of reactivity
1 a When a metal tarnishes, it reacts with a gas in the air.
oxygen
^ _
UG
TY
b When iron tarnishes in air, it also reacts with water and forms a brown
solid on the surface of the metal. What is the name of this brown solid?
rust
c Name a metal that does not tarnish when exposed to air. platinum, gold or silver
2 Small pieces of three very reactive metals are dropped into water.
The water is then tested with Universal Indicator.
The table shows the results from this experiment.
Very reactive
metal
lithium
purple
potassium
purple
sodium
purple
a Name (a) the gas and (b) the metal compound produced in these reactions.
a
hydrogen
metal hydroxide
b Use information in the table to write these alkali metals in order of reactivity, starting
with the most reactive.
potassium
sodium
lithium
c What does the Universal Indicator colour show you about the water?
It is alkaline/contains a metal hydroxide.
d Complete this word equation for the reaction of sodium with water.
sodium + water
sodium
hydroxide
hydrogen
Sheet 1 of 3
Test-Ans.qxd
16-Jun-04
2:55 PM
Page 18
Test yourself
Answers
3 a This table shows how some metals react with dilute hydrochloric acid.
M
p
Metal
copper
no reaction
^ _
iron
a few bubbles
UG
magnesium
vigorous bubbling
zinc
steady bubbling
TY
Use the information in the table to write the four metals in order
of reactivity, starting with the most reactive.
magnesium
zinc
iron
copper
copper
turns brown
iron
turns black
magnesium
no change
silver
turns black
a i From the results in the table, which metal is more reactive than zinc?
magnesium
ii Explain how the results show this.
Zinc did not displace magnesium from a solution of its salt, so zinc is less
reactive than magnesium.
b Complete this word equation for the reaction of zinc with iron nitrate.
zinc + iron nitrate
iron
zinc
nitrate
Sheet 2 of 3
Test-Ans.qxd
16-Jun-04
2:55 PM
Page 19
F
p
^ _
TY
Test yourself
Answers
5 Complete the following passage by crossing out the words that are wrong.
UG
8 Use ideas about the properties of metals to explain each of the following statements.
a Copper is used instead of iron to make water pipes.
Copper does not react with water and air.
Iron reacts with water and air to form rust.
b Gold is used instead of calcium to make jewellery.
Gold does not react with acid in sweat or with air.
Calcium is much more reactive and would harm skin.
c Aluminium is used instead of iron to make aeroplane bodies.
Aluminium is less dense than iron and does not corrode.
Iron is heavier and would rust.
Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 3 of 3
D-F-EUTest.qxd
18-Jun-04
1:44 PM
Page 15
Patterns of reactivity
1 Look at this reactivity series.
M
p
^ _
UG SS
MS ET
potassium
more reactive
lithium
magnesium
copper
silver
less reactive
1 mark
1 mark
2 a The table below shows what is seen when some metals are added
to dilute sulphuric acid. Use the observations in the table below
to rank the four metals in order of reactivity, from most reactive
to least reactive.
Metals
copper
no reaction
zinc
calcium
lead
b Copy and complete this word equation for the reaction of zinc
with sulphuric acid.
zinc +
acid zinc
3 marks
2 marks
+ hydrogen
1 mark
1 mark
c Copy and complete this word equation for the reaction when
iron is added to lead nitrate solution.
1 mark
+ iron nitrate
Sheet 1 of 3
D-F-EUTest.qxd
18-Jun-04
1:44 PM
Page 16
F
M
p
^ _
UG SS
MS ET
Metal
lithium
37
potassium
sodium
Observations of reaction
in water
steady bubbling, metal moves
slowly over surface of water
18
2 marks
b Use the information in the table to write the three metals in order
of reactivity, starting with the most reactive.
1 mark
1 mark
2 marks
2 marks
2 marks
Sheet 2 of 3
D-F-EUTest.qxd
18-Jun-04
7:01 PM
Page 17
F
M
p
^ _
UG SS
MS ET
Test tube
Result
no rust on nail
Result
no rust on nail
no rust on nail
1 mark
1 mark
Their conclusion is that both oxygen and water are needed for iron to rust.
c i Which tubes support this conclusion for oxygen?
ii Which tubes support this conclusion for water?
1 mark
1 mark
Sheet 3 of 3
D-F-EUTest.qxd
18-Jun-04
1:44 PM
Page 18
F
M
p
^ _
UG SS
MS ET
Patterns of reactivity
1 Small pieces of the metals lithium, potassium and sodium were cut
from larger pieces. The time taken for the exposed shiny surface of
each metal to go dull was noted.
Each piece of metal was placed in a trough of water, and the reaction observed.
Results of this experiment are shown in the table.
Metal
lithium
37
potassium
sodium
Observations of reaction
in water
steady bubbling, metal moves
slowly over surface of water
18
a From the information in the table, choose two things that show
that potassium is the most reactive of the three metals.
2 marks
1 mark
1 mark
sodium
calcium
iron
2 marks
2 marks
more reactive
carbon
zinc
lead
gold
less reactive
Sheet 1 of 3
D-F-EUTest.qxd
18-Jun-04
1:44 PM
Page 19
M
p
^ _
Observations in cold
hydrochloric acid
Observations in hot
hydrochloric acid
copper
no reaction
no reaction
iron
a few bubbles
steady bubbling
lead
no reaction
a few bubbles
zinc
steady bubbling
vigorous bubbling
UG SS
MS ET
A piece of tin was tested with cold and then hot hydrochloric acid.
In the cold acid no reaction was seen, but in the hot acid a slow
bubbling was observed
i Where should tin be placed in the reactivity series?
ii Write a word equation for the reaction of tin with dilute
hydrochloric acid.
1 mark
2 marks
2 marks
2 marks
1 mark
b The symbol equation for the reaction between iron and lead nitrate is:
Fe + Pb(NO3)2 Pb + Fe(NO3)2
Number of atoms
Number of atoms
Fe
Pb
Fe
Pb
2 marks
Sheet 2 of 3
D-F-EUTest.qxd
18-Jun-04
7:01 PM
Page 20
F
M
p
^ _
UG SS
MS ET
Result
no rust on nail
Asif says that this does not prove that David was right. He says water
is needed to make iron rust. David and Asif do the experiment again
with fresh test tubes A and B, and a new test tube C.
These are results of the second experiment after three days:
Test tube
Result
no rust on nail
no rust on nail
Their conclusion is that both oxygen and water are needed for iron
to rust.
a i Which tubes support this conclusion for oxygen?
ii Which tubes support this conclusion for water?
1 mark
1 mark
Asif says that iron rusts more quickly at the seaside. He prepares a
fourth test tube, test tube D. He carefully weighs the nail before
putting it into the test tube. After three days, the nail is very rusty.
Asif weighs the nail again.
b What should Asif do before weighing the nail again?
Give a reason for your answer.
Compare the mass of the rusty nail with its mass before the
experiment.
ii Suggest a reason for your answer.
1 mark
c i
1 mark
1 mark
Sheet 3 of 3
D-F-EUTest.qxd
18-Jun-04
1:44 PM
Page 21
Patterns of reactivity
M
p
Question
Answer
1 a
^ _
UG SS
MS ET
Mark
Level
Potassium
Yes
1
1
4
5
More
Less
Two from: Goes dull most quickly; Gives off bubbles most quickly;
Moves around on surface most quickly; Gas burns.
Potassium oxide.
Iron is more reactive than copper or copper is less reactive than iron.
Iron would rust or copper does not react with air and water.
1
1
5
6
Two
To stop any water vapour from the air outside the test tube from
getting to the nail.
A and B.
C and B.
1
1
6
6
b
2 a
b
3 a
4 a
5 a
b
6 a
b i
ii
c i
ii
NC Level
46
711
1216
1725
Sheet 1 of 1
D-F-EUTest.qxd
18-Jun-04
1:44 PM
Page 22
Patterns of reactivity
M
p
Question
Answer
1 a
^ _
UG SS
MS ET
Mark
Level
Two from: Goes dull most quickly; Gives off bubbles most quickly;
Moves around on surface most quickly; Gas burns.
Potassium oxide.
2 a
Iron is more reactive than copper or copper is less reactive than iron.
Iron would rust or copper does not react with air and water.
1
1
5
6
1
1
7
7*
Left-hand side: Fe = 1; Pb = 1; N = 2; O = 6.
Right-hand side: Fe = 1; Pb = 1; N = 2; O = 6.
7*
A and B.
C and B.
1
1
6
6
c i
ii
1
1
7
7
b
3 a i
ii
b
c
4 a
b
5 a i
ii
NC Level
510
1114
1518
1925
7*
Sheet 1 of 1
Pupil-Checklist.qxd
17-Jun-04
8:00 PM
Page 6
F
M
Learning outcomes
^ _
UG
Patterns of reactivity
Pupil checklist
I can do
this very
well
I can do
this quite
well
I need to
do more
work on this
Sheet 1 of 1
Glossary.qxd
18-Jun-04
11:33 AM
Page 7
Patterns of reactivity
F
M
p
^ _
UG
Glossary
Word
Definition
dependent variable R
displacement
reaction
independent
variable R
interact
ore
oxide
reactive
reactivity series
unreactive
Sheet 1 of 1
Keywords.qxd
18-Jun-04
11:35 AM
Page 6
Patterns of reactivity
F
M
dependent variable R
oxide
displacement reaction
reactive
independent variable R
reactivity series
^ _ interact
UG
Key words
unreactive
ore
Patterns of reactivity
dependent variable R
oxide
displacement reaction
reactive
independent variable R
reactivity series
interact
unreactive
Sheet 1 of 1
Key words
ore
Sheet 1 of 1
Book Answers.qxd
18-Jun-04
12:44 PM
Page 15
M
p
^ _
UG
Patterns of reactivity
Green
a The air.
b Water or moisture.
c The layer of paint on the iron keeps the oxygen
in the air from reacting with the iron.
d To keep oxygen from reaching and reacting with
the potassium.
e A new substance, potassium oxide, is formed.
f Zinc oxide.
1 Gold stays shiny because it is a very unreactive
metal. Potassium has to be stored away from air
because it is a very reactive metal.
2 Potassium, zinc, copper, gold.
3 a Tin oxide.
b tin + oxygen tin oxide
c Heating potassium in the air is dangerous
because it would burst into flames.
Red
a Potassium loses its shine when cut in air. The new
substance is the dull coating of potassium oxide.
Heat is given off as the oxide coating forms.
b i rust
ii oxygen
c The mass would have gone up. The copper had
gained oxygen so the mass of the oxide would
be greater than the copper at the start.
d i Hydrogen sulphide.
ii silver + hydrogen sulphide
silver sulphide + hydrogen
iii Where the air is clean, as in the country, no
silver sulphide is formed.
iv Volcanoes and swamps naturally contain
hydrogen sulphide gas.
1 Potassium, zinc, iron, copper, gold.
2 a tin + oxygen tin oxide
b Heating potassium in the air is dangerous
because it would burst into flames.
c It melted. Platinum is an unreactive metal
and would not form an oxide. It has a
melting point below the temperature of the
Bunsen flame.
3 The magnesium in the battleship burned in the
air giving off heat and magnesium oxide.
F2 Corrosive liquids
Green
a magnesium + hydrochloric acid magnesium
chloride + hydrogen
b i magnesium
ii copper
c You would have to compare the volumes of gas
collected after the reactions have completely
finished. The reactions have finished when all
of the bubbles have stopped coming off from
the solutions.
Book answers
d sodium + water sodium hydroxide +
hydrogen
e Any unreactive metal, such as copper, gold,
silver, platinum, mercury, tin, etc.
1 iron + sulphuric acid iron sulphate + hydrogen
magnesium + sulphuric acid magnesium
sulphate + hydrogen
calcium + hydrochloric acid calcium chloride +
hydrogen
2 a sodium
b i Magnesium and zinc.
ii magnesium
3 Potassium reacts violently with water.
Red
a The temperature rise will be greatest with the
magnesium, less with zinc and no temperature
rise at all with copper.
b hydrogen
c sodium + water sodium hydroxide +
hydrogen
1 a sodium
b magnesium + sulphuric acid magnesium
sulphate + hydrogen
c i Magnesium and zinc.
ii magnesium
2 Potassium reacts violently with water.
3 It took 120 seconds or twice as long.
F3 Changing places
Green
a Heat was given out by the chemical reaction.
b i Iron is more reactive than copper. Iron
replaces the copper and joins with sulphate.
The copper was pushed out of its compound
to remain on its own.
ii copper sulphate + iron iron sulphate +
copper
c No. Zinc is more reactive than copper. The
copper cannot push the zinc back out of the
compound.
d Zinc. Zinc is more reactive than iron. The zinc
reacts with the oxygen instead of the iron.
1 A more reactive metal can displace a less
reactive metal from its compound.
2 a magnesium + nickel chloride magnesium
chloride + nickel
b The colour of the solution would gradually
change from green to colourless.
3 a Aluminium is more reactive. Aluminium
displaces iron from its compound.
b aluminium + iron oxide iron + aluminium
oxide
c A lot of heat is given out during the reaction
and the iron melts.
Sheet 1 of 3
Book Answers.qxd
18-Jun-04
12:44 PM
Page 16
F
M
p
^ _
UG
Book answers
Red
a reactive
b Potassium, sodium, lithium, calcium,
magnesium.
c Potassium, sodium, lithium, calcium,
magnesium, zinc.
d i Iron displaces nickel and copper from their
compounds.
ii Copper is pushed out of its compound by the
other metals.
e i iron
ii copper
f Less reactive. It did not push any of the other
three metals out of their compounds.
g Iron, nickel, copper, gold.
h Potassium, sodium, lithium, calcium,
magnesium, zinc, iron, nickel, copper, gold.
i i Magnesium will displace zinc from its
compound. Zinc metal will appear alone.
ii No reaction.
1 a Silver is below copper. The copper pushed the
silver from its compound. The solution
became green-blue because of the copper
nitrate compound in the solution.
b copper + silver nitrate silver +
copper nitrate.
c above
d No. Gold is below silver in the reactivity
series. It cannot displace silver from its
compound of silver nitrate.
2 a silver oxide + magnesium
magnesium oxide + silver
b No reaction.
c No reaction.
d zinc + silver oxide zinc oxide + silver
3 Put pieces of silver in solutions of sodium
nitrate, scandium nitrate and strontium nitrate.
If silver is above sodium, scandium or
strontium, then reactions will occur. Where no
reaction occurs, silver is below the metal in that
solution. Do the same for each of the other
metals in solutions of the other metals. In the
case of sodium use only a very small piece of the
metal to put into the other solutions.
F5 Reactivity in action
Green
a Yes. Magnesium is above iron in the reactivity
list so it will displace iron from iron oxide.
b bottom
1 Magnesium is not used for roofing because it is
too reactive. Iron is not used for jewellery
because it is too reactive.
2 Water contains dissolved salts of different
metals. If the solutions contained metals below
lead in the reactivity series, the lead would push
Sheet 2 of 3
Book Answers.qxd
18-Jun-04
12:44 PM
Page 17
F
M
p
^ _
UG
F6 Variables together
Green
a Iron is much cheaper to produce than
aluminium. It is also much stronger and
has a greater number of uses than aluminium.
b Oxygen and water.
Book answers
Sheet 3 of 3